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The purpose of our code of conduct is to:  

The Code of Conduct involves inclusion of diverse learning needs and styles. We believe that:  

• All staff and adults in our school should model the respectful and caring behaviours we expect from our students.?

• Behavioural expectations must be actively taught, reinforced, and promoted consistently across all settings.?

• Our Code of Conduct should be communicated clearly and adapted to meet the developmental levels and diverse needs of all students.?

• Every student is unique, and we approach behaviour through a strengths-based lens, focusing on the inherent potential and capabilities of?each individual.?

At Mayne Island School, we will ensure that:  

• Our school expectations are preventive and restorative, focusing on building relationships and repairing harm when it occurs. 

• We consider the severity and frequency of conduct, the impact on others, and the maturity, age, and developmental level of the student when determining appropriate interventions and actions. 

• Students who may struggle to meet expectations due to intellectual, physical, sensory, emotional, or behavioural challenges are treated with equity and dignity. Consequences are tailored to reflect an understanding of these challenges. 

• An individual’s dignity is always maintained, with interventions aimed at understanding and addressing the underlying causes of behaviour. 

• Alternatives such as counselling, mediation, and restorative justice measures are utilized whenever possible, prioritizing healing and growth over punishment. 

• Students experience natural consequences that help them learn from their actions while feeling supported and respected. 

Expectations: 

Mayne Island School promotes the values expressed in the BC Human Rights Code, respecting the rights of all individuals in accordance with the law. We are committed to upholding a learning environment free from discrimination based on race, colour, ancestry, place of origin, religion, marital status, family status, physical or mental disability, sex, sexual orientation, or age. 

Be Respectful to Self (caring about your learning and yourself) Some examples include:  

• Keep track of your materials and responsibilities. 

• Practice healthy eating, sleeping, and exercise habits. 

• Clean up after yourself and take responsibility for your actions. 

• Check in when arriving late or leaving early. 

• Understand and express your feelings and emotions with care. 

Be Respectful to Others (considerate of others’ personal feelings and properties) Some examples include:  

• Acknowledge and appreciate each person’s unique gifts and abilities. 

• Respect the materials and belongings of others. 

• Include others in your activities and foster a sense of belonging. 

• Use kind, encouraging language and support each other. 

Be Respectful to the Environment (caring about your school and your environment) Some examples 

include:  

• Show care for all living things. 

• Care for spaces by leaving them better than when you arrived.   

• Responsibly sort and dispose of garbage and recycling. 

Be Safe (learn and follow school expectations) Some examples include:  

• Be aware of and adhere to boundaries. 

• Stay within the school grounds. 

• Report any dangerous situations or bullying to an adult. 

• Resolve conflicts peacefully and seek help when needed. 

• Move carefully and safely around the school, whether indoors and outdoors, by walking and being mindful of your surroundings. 

Be Ready (have materials, and self, ready for activities) Some examples include:  

• Wear appropriate clothing for activities and the environment. 

• Ask for help and advocate for your needs respectfully. 

• Practice active listening and bring necessary materials to each activity. 

• Respond promptly when the bell sounds. 

Technology Use: 

At Mayne Island School, we are committed to nurturing responsible and positive digital citizenship in our students. We encourage students to use digital tools thoughtfully, focusing on creating, learning, communicating, and engaging with others in a respectful manner. To ensure online safety and a supportive learning environment, personal digital devices are generally not used during school hours. However, exceptions can be made for specific needs, such as accessibility, medical requirements, or to support equitable learning opportunities, as outlined in Ministerial Order NumberM89. By following these guidelines, we aim to help our students develop balanced digital habits that contribute to their overall well-being and success, both academically and socially. 

Response to Unexpected Behaviour: 

Mild Behaviours (e.g., hurtful comments, not cleaning up) 

• Review of expectations and redirection of behaviour. 

• Facilitate conversations between students to address conflict and learn from the experience. 

• Support students in making amends and correcting their actions. 

Moderate Behaviours (e.g., swearing, breach of privacy) 

• Implement restorative actions that establish accountability, restore relationships, and repair harm. 

• Document the behaviour and inform parents/guardians as needed. 
   

Severe Behaviours (e.g., harmful or unsafe actions) 

• Document the behaviour and consult with staff and/or parents/guardians. 

• Consider short-term suspension (in-school or at home), with continued access to educational programming. 

• Consult with external agencies when necessary. 

Duty to Report:  

All school personnel are responsible for reporting suspected child abuse and neglect and cooperating with resulting investigations. Identifying and supporting students who have experienced trauma is essential in fulfilling these responsibilities. 

Code of Conduct – Ongoing Support 

The Code of Conduct will be reviewed with students and staff at the beginning of the school year and revisited as needed. It will be shared with families and displayed prominently in the school. 

We are committed to fostering a positive school community by celebrating successes, encouraging responsible and compassionate engagement, and addressing issues proactively through classroom instruction, school meetings, and outdoor activities.